Analysis of the Structural Relationship among Learning Outcomes in Science Classes applying Universal Design for Learning

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

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Survey of Actual Operation Practice of Science Classes based on Universal Design for Learning of General Middle and High School

Journal of Special Education Theory and Practice ◽

10.19049/jsped.2018.19.1.10 ◽

2018 ◽

Vol 19 (1) ◽

pp. 211-231

Author(s):

Yong-Seong Kim ◽

Nam-Jin Kim

Keyword(s):

High School ◽

Universal Design ◽

Universal Design For Learning ◽

Design For Learning ◽

Actual Operation ◽

Science Classes ◽

Practice Of Science

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Universal Design for Learning and the Arts

Harvard Educational Review ◽

10.17763/haer.83.1.33102p26478p54pw ◽

2013 ◽

Vol 83 (1) ◽

pp. 98-119 ◽

Cited By ~ 20

Author(s):

Don Glass ◽

Anne Meyer ◽

David Rose

Keyword(s):

Neural Networks ◽

Learning Outcomes ◽

Arts Education ◽

Universal Design ◽

Universal Design For Learning ◽

Reflective Learning ◽

General Curriculum ◽

The Arts ◽

Design For Learning ◽

Learning Options

In this article, Don Glass, Anne Meyer, and David H. Rose examine the intersection of arts education and Universal Design for Learning (UDL) to inform the design of better art, curricula, and UDL checkpoints. They build a case for the contribution of the arts to expert learning across the affective, recognition, and strategic neural networks and argue for making affective and reflective learning outcomes more explicit in the arts. Throughout this piece, the authors call for a vision of the arts playing an increasing role in providing engaging learning options in an integrated general curriculum.

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Introduction to Special Series on Universal Design for Learning

Remedial and Special Education ◽

10.1177/0741932520908342 ◽

2020 ◽

Vol 41 (4) ◽

pp. 191-193

Author(s):

Margaret E. King-Sears

Keyword(s):

Learning Disabilities ◽

High School Students ◽

Learning Outcomes ◽

Universal Design ◽

Intervention Study ◽

Universal Design For Learning ◽

Measurement Tool ◽

School Students ◽

Special Series ◽

Design For Learning

This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines learning outcomes for high school students with and without learning disabilities. Students receive either UDL-based chemistry instruction or “business as usual” instruction, each group in co-taught settings (Study 1). The researchers then identify results for students with learning disabilities who receive the same UDL instruction in a self-contained setting (Study 2). In the third analysis, results from applying UDL Reporting Criteria to 20 UDL studies are reported. Focusing on practitioners and school-based personnel, the fourth study describes the application of the UDL Observation Measurement Tool in its beginning stages of development. The purpose of this UDL special issue is to consolidate information that can be used to promote and enhance how UDL is operationalized and measured by researchers, practitioners, and other stakeholders.

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